Correlations between coaching quality and teacher change in social-emotional teaching practices

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly Pub Date : 2025-01-20 DOI:10.1016/j.ecresq.2025.01.003

Jessica K. Hardy , Jill Grifenhagen , Ragan H. McLeod , Katerina M. Marcoulides , Mary Louise Hemmeter

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Abstract

Coaching has become prevalent in early childhood educational settings and has been shown to support teachers’ use of evidence-based practices. However, coaching includes many practices, and it is not known which practices are necessary for affecting change. We developed a model of coaching quality, the Coaching Quality Framework, and a quantitative measure, the Coaching Quality Checklist (CQC). The model and measure were developed to operationalize quality as an aspect of implementation fidelity in coaching interventions. The CQC includes three subscales: Foundational, Supportive, and Change-Oriented. In this study, we used the CQC to code 168 coaching sessions from a randomized control trial of the Pyramid Model. Teacher outcomes were measured using the Teaching Pyramid Observation Tool (TPOT). We found that total CQC scores were significantly correlated with change in preschool teachers’ social-emotional teaching practices, as measured by their overall TPOT scores. The Change-Oriented subscale of the CQC was significantly correlated with growth in TPOT scores, while the other two CQC subscales were not. We also measured the extent to which fidelity to the coaching protocol was correlated with growth in TPOT scores and found it was significantly correlated with growth on two TPOT practices but not overall change in TPOT scores. However, CQC scores were significantly correlated with fidelity scores. We measured how CQC scores varied among coach-teacher dyads and found that 82 % of the variability was attributable to the coach rather than the teacher. The results of this study support the validity of the CQC, indicating it measures coaching behaviors important for supporting changes in social-emotional teaching practices.

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辅导已在幼儿教育机构中盛行，并被证明有助于教师使用循证实践。然而，辅导包括许多实践，而哪些实践是影响变革所必需的，目前尚不清楚。我们开发了一个教练质量模型--教练质量框架，以及一个定量测量方法--教练质量检查表（CQC）。开发该模型和测量方法的目的是将质量作为教练干预中实施忠诚度的一个方面进行操作化。CQC 包括三个子量表：基础型、支持型和变革导向型。在本研究中，我们使用 CQC 对金字塔模式随机对照试验中的 168 节辅导课进行了编码。教师的成果通过教学金字塔观察工具（TPOT）进行测量。我们发现，CQC 的总分与学前教师社会情感教学实践的变化有明显的相关性，这可以用 TPOT 的总分来衡量。CQC 的 "以变化为导向 "分量表与 TPOT 分数的增长显著相关，而 CQC 的其他两个分量表则不相关。我们还测量了教练方案的忠实度与 TPOT 分数增长的相关程度，发现它与两项 TPOT 实践的增长有明显的相关性，但与 TPOT 分数的总体变化无关。不过，CQC 分数与忠实度分数呈显著相关。我们测量了教练-教师二人组中 CQC 分数的变化情况，发现 82% 的变化归因于教练而非教师。这项研究的结果支持了 CQC 的有效性，表明它能测量对支持社会情感教学实践变革非常重要的教练行为。

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.